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Analysis of institutional authors

Ortega-Rodríguez P.j.Author

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January 27, 2025
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PISA 2022. Predictors of the mathematics achievement of Spanish students in Secondary Education

Publicated to:Revista De Psicodidactica. 30 (1): 500152- - 2025-01-02 30(1), DOI: 10.1016/j.psicod.2024.500152

Authors: Pericacho-Gomez, Francisco Javier

Affiliations

Univ Autonoma Madrid, Fac Formac Profesorado & Educ, Dept Pedag, Ave Francisco Tomas & Valiente 3 Campus Cantoblanc, Madrid 28049, Spain - Author

Abstract

Mathematical competence is fundamental for active, participatory and engaged participation in the 21st century, and for facing the challenges of a globalised society. This study aims to analyse the simultaneous effect of a set of predictors on the mathematical competence of Spanish students who have participated in PISA 2022. The sample consists of 28,792 Spanish students (14,465 boys, 50.24%; 14,327 girls, 49.76%), from 935 schools. Two questionnaires are used to collect data: one for students and one for school principals. A hierarchical linear model is used according to the three levels presented by the data (Level 1 = Students, Level 2 = School and Level 3 = Autonomous Community). At the first level, sex, socioeconomic background, family cultural level, mathematics anxiety and self-efficacy is included; at the second level, the socio-economic background of the school; and at the third level, GDP per capita. The results show that girls experience more anxiety and less self-efficacy in mathematics than boys. The socio-economic background of the students, the cultural level of the family, mathematics anxiety and mathematics self-efficacy are significant predictors of mathematical competence. At school level, socioeconomic background has an impact on achievement. These findings suggest the need to strengthen collaboration between school and family, as well as to provide specific training for teachers on how to address socio-affective feelings towards mathematics. (c) 2024 Universidad de Pa & imath;s Vasco. Published by Elsevier Espana, S.L.U. All rights are reserved, including those for text and data mining, AI training, and similar technologies.

Keywords

Math anxietyMath-anxietyMathematics achievementMultilevel modellingPerformancePisPisaSelf-efficacySocioeconomic-statusSte

Quality index

Bibliometric impact. Analysis of the contribution and dissemination channel

The work has been published in the journal Revista De Psicodidactica due to its progression and the good impact it has achieved in recent years, according to the agency WoS (JCR), it has become a reference in its field. In the year of publication of the work, 2025, it was in position 11/74, thus managing to position itself as a Q1 (Primer Cuartil), in the category Psychology, Educational.

Independientemente del impacto esperado determinado por el canal de difusión, es importante destacar el impacto real observado de la propia aportación.

Según las diferentes agencias de indexación, el número de citas acumuladas por esta publicación hasta la fecha 2025-07-16:

  • Google Scholar: 1

Impact and social visibility

From the perspective of influence or social adoption, and based on metrics associated with mentions and interactions provided by agencies specializing in calculating the so-called "Alternative or Social Metrics," we can highlight as of 2025-07-16:

  • The use of this contribution in bookmarks, code forks, additions to favorite lists for recurrent reading, as well as general views, indicates that someone is using the publication as a basis for their current work. This may be a notable indicator of future more formal and academic citations. This claim is supported by the result of the "Capture" indicator, which yields a total of: 9 (PlumX).

With a more dissemination-oriented intent and targeting more general audiences, we can observe other more global scores such as:

    Leadership analysis of institutional authors

    There is a significant leadership presence as some of the institution’s authors appear as the first or last signer, detailed as follows: First Author (ORTEGA RODRIGUEZ, PABLO JAVIER) and Last Author (Monz, T).

    the author responsible for correspondence tasks has been Monz, T.